Public health nursing education in Ireland and Norway: A comparative analysis

Mulcahy, Helen; Leahy‐Warren, Patricia; Laholt, Hilde; Philpott, Lloyd Frank; Bergvoll, Lise-Marie; Clancy, Anne

doi:10.1111/phn.13039

Cited by 4 publications

(1 citation statement)

References 13 publications

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“…The CSHNs are required to have a minimum of one year of education (60 European Credit Transfer and Accumulation System (ECTS)) in addition to a bachelor’s degree in nursing. Norwegian CSHNs are specialists [ 31 ] and has a central role in the health promoting and preventive work in the municipalities [ 32 ]. The nurses are qualified to promote mental and physical health, promote good social and environmental conditions, prevent illness and injuries, and prevent and detect violence, abuse and neglect [ 32 ].…”

Section: Methodsmentioning

confidence: 99%

Experiences of Norwegian child and school health nurses with the “Starting Right™” child health assessment innovation: a qualitative interview study

Robstad

Westergren

Mølland

et al. 2022

BMC Health Serv Res

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Background Although child health services are well established in Norway, the use of information technology for the systematic collection of evidence-based child- and proxy-reported health measures may be beneficial in the early identification of child development problems. The Norwegian “Starting Right™” health service innovation consists of parent- and child-reported online structured health assessments tools, including practical routines for child and school health assessments. The aim of this study was to explore the experiences of child and school health nurses with the Starting Right innovation. Methods We used a qualitative design and conducted three focus group interviews with 18 child and school health nurses from three child health centres one year after the implementation of the innovation. Results The experiences of professionals with the Starting Right innovation were captured by three themes: (1) the digital innovation could be used to obtain a good overview of a child’s health and development; (2) interpreting the questionnaires was a challenge; and (3) implementing the new digital innovation was time-consuming. Conclusions Overall, the child and school health nurses experienced that the Starting Right innovation was useful for providing a comprehensive overview of child development and health. The challenges related to interpreting the parents’ scores and follow-up of children, as well as providing the questionnaires in relevant foreign languages, should be addressed to allow all children and families to be reached.

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Section: Methodsmentioning

confidence: 99%

Experiences of Norwegian child and school health nurses with the “Starting Right™” child health assessment innovation: a qualitative interview study

Robstad

Westergren

Mølland

et al. 2022

BMC Health Serv Res

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Postgraduate nurse education in Indonesia and Australia: A comparative analysis

McKenna,

Sommers,

Rachmawaty

et al. 2023

Nurse Education Today

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A descriptive and interpretive theory of ethical responsibility in public health nursing

Clancy,

Hovden,

Laholt

2024

Nurs Ethics

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This article presents a descriptive, interpretive theory of ethical responsibility in public health nursing. The theory is based on qualitative empirical studies, a purposeful literature review and meta-ethnography of public health nurses’ experiences of ethical responsibility, interpreted within a philosophical framework. Levianasian philosophy provides the main direction for the authors’ interpretations. The path for theory development consists of three phases: an inspirational phase, an explorative phase and the third phase ‘ joining the dots’. The theory illustrates that ethical responsibility in public health nursing is related to the life existentials of temporality and human relationships. Due to blurred boundaries in these essential life structures, public health nurses can experience a sense of satisfaction but also worries, uncertainties and loneliness. The study reveals paradoxical connections between fear and courage, and between freedom, autonomy and a sense of entrapment in responsible relationships. The authors purport that the results of this study are relevant for education and practice and can provide direction for further studies on developing theories of ethical responsibility in other nursing specialities.

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Public health nursing education in Ireland and Norway: A comparative analysis

Cited by 4 publications

References 13 publications

Experiences of Norwegian child and school health nurses with the “Starting Right™” child health assessment innovation: a qualitative interview study

Experiences of Norwegian child and school health nurses with the “Starting Right™” child health assessment innovation: a qualitative interview study

Postgraduate nurse education in Indonesia and Australia: A comparative analysis

A descriptive and interpretive theory of ethical responsibility in public health nursing

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